1 ENGLISH TEST

1
45 Minutes—75 Questions

DIRECTIONS: In the five passages that follow, certain
words and phrases are underlined and numbered. In
the right-hand column, you will find alternatives for the
underlined part. In most cases, you are to choose the
one that best expresses the idea, makes the statement
appropriate for standard written English, or is worded
most consistently with the style and tone of the passage
as a whole. If you think the original version is best,
choose “NO CHANGE.” In some cases, you will find in
the right-hand column a question about the underlined
part. You are to choose the best answer to the question.
You will also find questions about a section of the pas-
sage, or about the passage as a whole. These questions
do not refer to an underlined portion of the passage, but
rather are identified by a number or numbers in a box.
For each question, choose the alternative you consider
best and fill in the corresponding oval on your answer
document. Read each passage through once before you
begin to answer the questions that accompany it. For
many of the questions, you must read several sentences
beyond the question to determine the answer. Be sure
that you have read far enough ahead each time you
choose an alternative.

PASSAGE I

The Triangular Snowflake

[1]

Snowflakes form from tiny water droplets, following 1. A. NO CHANGE

1 B. form, from tiny, water droplets,
a specific process of chemical bonding as they freeze, C. form from tiny, water, droplets
D. form, from tiny water droplets
which results in a six-sided figure. The rare “triangular”

snowflake, similarly, confounded scientists for years 2. F. NO CHANGE

2 G. for example,
because it apparently defied the basic laws of chemistry. H. additionally,
J. however,
[A] The seemingly triangular shape of those snowflakes

suggests that forming through a different process of 3. A. NO CHANGE

3 B. the manner in which formation
chemical bonding. [B] By re-creating snowflake formation, C. which had formed
D. that they form

a discovery has revealed to scientists Kenneth Libbrecht 4. F. NO CHANGE

4 G. the discovery of the cause of this apparent variation
and Hannah Arnold the cause of this apparent variation. has been made by scientists Kenneth Libbrecht and
4 Hannah Arnold.
H. scientists Kenneth Libbrecht and Hannah Arnold
have discovered the cause of this apparent variation.
[2] J. the cause of this apparent variation has been dis-
covered by scientists Kenneth Libbrecht and
Snowflakes begin to form when water in the Hannah Arnold.

atmosphere freezes it causes the water molecules 5. A. NO CHANGE

5 B. freezes, causing
to bond into a hexagonal shape. During the flake’s C. freezes, it causes
D. freezes, this causes
descent from Earth’s upper atmosphere, other water

vapor molecules bumps into the hexagonal structure. 6. F. NO CHANGE

6 G. has bumped
H. bumped
J. bump
ACT-1572CPRE 12 GO ON TO THE NEXT PAGE.
1
Bypassing the liquid water phase, those molecules
1
7. If the writer were to delete the underlined portion
7 (adjusting the capitalization as needed), the sentence
condense directly onto the established hexagonal pattern. would primarily lose:
A. an explanation of the process water molecules
As a result, the flake grows outward into bigger and more undergo to change from liquid to vapor to solid.
B. a detail that mentions a step some water molecules
complex hexagonal arrangements surrounding the original skip in changing from vapor to solid.
C. a visual description of what water vapor molecules
hexagonal shape at the center of the flake. [C] look like.
D. an explanation of how molecules react to various
[3] air temperatures.
In 2009, Libbrecht and Arnold’s experiments

revealed that triangular snowflakes begin with the

same process of chemical bonding and forms a hexagonal 8. F. NO CHANGE

8 G. were they to form
shape. The triangular shape is an illusion resulting from H. if they formed
J. form
one significant addition to the process dust. 9. A. NO CHANGE
9 B. process is
[4] C. process:
D. process;
Triangular snowflakes begin to form when a tiny

dust particle or other such impurity collides with the

flake as it falls, thereby pushing one edge upward. [D]

The downward edge of the snowflake encounters more

wind resistance than the rest of the flake. The greater

the pressure from the wind, causes bonds to form 10. F. NO CHANGE
10 G. pressure from the wind, which
H. the pressure, as the wind
J. pressure from the wind
quick at this edge than in the rest of the snowflake. 11. A. NO CHANGE
11 B. more quickly
[5] C. most quickly
D. quickest
The resulting snowflake has three long sides and

three sides that are so short they are difficult to detect.

Although these snowflakes appear to have a triangular

shape—they actually have a hexagonal pattern. Such 12. F. NO CHANGE

12 G. shape,
snowflakes offer evidence that even when impurities H. shape;
J. shape:
interfere, the basic laws of chemistry still apply. 13. Which choice most effectively concludes the sentence
13 and the essay?
A. NO CHANGE
B. scientists can be certain that a solution to even the
most confusing event will be found.
C. snowflakes will still fall if atmospheric conditions
are favorable.
D. snowflakes come in many different shapes and
sizes.

ACT-1572CPRE 13 GO ON TO THE NEXT PAGE.

1 1
Questions 14 and 15 ask about the preceding passage as a whole.

14. The writer is considering adding the following sen- 15. Suppose the writer’s primary purpose had been to offer
tence to the essay: an example of a discovery that changed the way scien-
This growth can take the form of either tists viewed the basic laws of chemistry. Would this
branching (which forms stable, symmetrical essay accomplish that purpose?
shapes) or faceting (which forms unstable, A. Yes, because it describes how the observation of
complex shapes). triangular snowflakes has led scientists to discover
If the writer were to add this sentence, it would most that their understanding of the basic laws of chem-
logically be placed at Point: istry is flawed.
B. Yes, because it describes how scientists have
F. A in Paragraph 1. applied the knowledge they’ve gained through
G. B in Paragraph 1. studying snowflakes to other areas of chemistry.
H. C in Paragraph 2. C. No, because it focuses on how scientists are strug-
J. D in Paragraph 4. gling to determine how triangular snowflakes are
formed.
D. No, because it explains that triangular snowflakes
appeared to, but don’t actually, violate the basic
laws of chemistry.

PASSAGE II

Climbing Mt. Fuji

[1]

Bundled up in wool sweaters and thick

coats, and we watched the sun setting on Mt. Fuji 16. F. NO CHANGE
16 G. coats while watching
in Japan. It was August and our clothes were stifling, H. coats, we watched
J. coats watching
but we would have needed the warmth from our bodies 17. A. NO CHANGE
17 B. would need
sealed around us as we hiked into the high altitudes. C. will need
D. need
Three friends and I stepped away from the crowd of

other hikers and spoke our intention: “Sunset at the

base, sunrise at the top.” [A]

[2]

As we hiked, a patchwork of clouds swept across

the darkening sky, hiding all traces of our surroundings

outside our flashlights’ beams. The trail gradually changed

from compact dirt to a jumble of volcanic rocks. [B]

ACT-1572CPRE 14 GO ON TO THE NEXT PAGE.

1
We tried to steady ourselves with our
1
walking sticks but slipped and stumbled

because of the jumbled rocks we were slipping on. 18. F. NO CHANGE

18 G. even though we used our walking sticks.
[3] H. despite any efforts to remain steady.
J. with each step.
Every thousand feet, we came to a small station

constructed of tin and cement, barely able to block

the wind. At each one, we noted the roof piled high on 19. A. NO CHANGE
19 B. piling high with
fallen rocks and felt both unsettled and reassured by this C. piled high with
D. piling high on
evidence of the station’s protective ability. We rested

uneasily for a moment as a clerk burned the station brand

into our walking sticks which it was proof of our progress 20. F. NO CHANGE
20 G. sticks, it was proof of
through the darkness. H. sticks, proof of
J. sticks proved
[4]

As we neared the summit, the whole group of

hikers—thinly spread across the mountain for most of 21. A. NO CHANGE

21 B. the most part
C. majority
D. more

the route—condensed, forming an illuminated line along 22. F. NO CHANGE

22 G. they formed
H. there was
J. we saw

the trail. [C] Our pace slowed. Progressing along the trail, 23. Which choice emphasizes the slowness of the ascent
23 and supports the idea that the narrator’s group of
we reached the summit just five minutes before dawn. [D] friends did not set their own pace?
A. NO CHANGE
B. Able to advance only a few steps at a time,
C. Moving forward with each step,
D. Climbing higher in altitude,
In the half-light of the rising sun: we began to make 24. F. NO CHANGE
24 G. sun—
H. sun,
J. sun;
out the dark lines of the cliffs’ at the crater’s edge. 25. A. NO CHANGE
25 B. cliff’s at the craters’
C. cliffs at the crater’s
D. cliffs at the craters

ACT-1572CPRE 15 GO ON TO THE NEXT PAGE.

1
We crouched down on jutting pieces of rock and waited for
1
the shifting clouds to clear. We waited for the sun. : 26. If the writer were to delete the preceding sentence, the
paragraph would primarily lose:
F. a restatement of an idea that emphasizes the
hikers’ anticipation when they reached the summit.
G. a statement that introduces the idea of waiting,
which is the focus of the following paragraph.
H. an unnecessary detail that contradicts information
presented earlier in the paragraph.
J. a clear image that conveys what the hikers saw
[5] when they reached the summit.
Generally, a sudden gap in the clouds left us blinking 27. A. NO CHANGE
27 B. Furthermore,
C. Once again,
D. Finally,
as the sunlight squelched out the severe landscape of 28. Which choice most dramatically emphasizes the
28 ruggedness of the landscape?
gray volcanic rock. We leaned against each other, spent. F. NO CHANGE
G. shattered over
Perhaps there is truth in the old Japanese saying: A wise H. smothered
J. went over
man climbs Mt. Fuji, but only a fool climbs it twice.

Questions 29 and 30 ask about the preceding passage as a whole.

29. The writer wants to add the following sentence to the 30. Suppose the writer’s primary purpose had been to
essay: describe the experience of doing something difficult.
We clipped small flashlights onto our coats, Would this essay accomplish that purpose?
picked up our walking sticks, and started up F. Yes, because it tells about a variety of challenges
the trail with the other hikers as the sun the hikers faced along their journey.
dipped below the trees. G. Yes, because it focuses primarily on the hikers’
The sentence would most logically be placed at Point: need for walking sticks and other tools to make it
up the trail.
A. A in Paragraph 1. H. No, because it focuses on the rewarding nature of
B. B in Paragraph 2. the experience but does not describe the hike as
C. C in Paragraph 4. challenging.
D. D in Paragraph 4. J. No, because it focuses mainly on the beauty of the
surrounding landscape.

PASSAGE III

The Pottery of Mata Ortiz

In the early 1950s, a twelve-year-old

boy named, Juan Quezada, gathered firewood 31. A. NO CHANGE

31 B. boy named Juan Quezada
in the mountains near the village of Mata Ortiz C. boy, named Juan Quezada
D. boy named Juan Quezada,
in Chihuahua, Mexico. Though he dreamed of

becoming an artist, Quezada spent all of his free

time selling firewood to help support his family.

ACT-1572CPRE 16 GO ON TO THE NEXT PAGE.

1
In the mountains, Quezada found shards of
pots, and an occasional complete pot, painted with
32
intricate red and black designs. These were artifacts
from his ancestors, the Paquimé (or Casas Grandes)
Indians, who lived in the area from about AD 1000
1
32. Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. pots—along with an occasional complete pot—
G. pots, along with an occasional complete pot,
H. pots, (and an occasional complete pot)
J. pots (and an occasional complete pot)

to AD 1400. Fascinated by the geometric designs,

Quezada wondered, if he could make pots like these? 33. A. NO CHANGE

33 B. wondered if he could make pots like these.
C. wondered, if he could make pots like these.
D. wondered if he could make pots like these?

B He dug the clay, soaked it, and tried to shape it 34. Which of the following true statements would provide
the best transition from the preceding paragraph to this
into a pot. In time, he figured out how his ancestors had paragraph?
F. The village of Mata Ortiz is only three streets wide
mixed the clay with volcanic ash to keep it from cracking but stretches for a mile between the Casas Grandes
River and the railroad tracks.
and had used minerals found nearby to create paints. When G. The patterns on Mata Ortiz pottery that Quezada
admired are based on the techniques of the ancient
it was time to paint his pots, Quezada designed his own Paquimé.
H. Quezada began working with clay from the
complex geometric patterns. mountains.
J. Quezada’s painted designs became increasingly
As an adult, Quezada found a job with the complex.
railroad, but he always made time for his art. By 1976
he was selling pots to travelers and had taught several 35. A. NO CHANGE
35 B. a dedication to teaching
members of his family how to make pots. Three of C. a teacher of
D. has taught
Quezada’s pots were discovered in a junk shop in

New Mexico by anthropologist Spencer MacCallum,

who at first thought they were prehistoric. D 36. In the preceding sentence, the clause “who at first
thought they were prehistoric” primarily serves to
indicate:
F. how closely Quezada had created his pots within
the Paquimé tradition.
G. that Quezada’s technique as a potter wasn’t very
well developed yet.
H. how strikingly simple Quezada’s pots were in
shape and design.
J. that the style of Quezada’s pots was outmoded.
His search for their creator led him to Mata 37. A. NO CHANGE
37 B. lead himself
C. led himself
D. lead him
Ortiz and an eventual partnership with Quezada. 38. Which choice most strongly suggests that Quezada’s
38 partnership with MacCallum was not formed right
away upon MacCallum’s arrival in Mata Ortiz?
F. NO CHANGE
G. a circumstantial
H. a momentary
J. a timely

ACT-1572CPRE 17 GO ON TO THE NEXT PAGE.

1
MacCallum showed Quezada’s pots to art dealers in the
1
United States, the places in which art galleries were soon 39. A. NO CHANGE
39 B. and it would happen there that
offering Quezada thousands of dollars for them. C. where
D. DELETE the underlined portion.
[1] Quezada helped his village with the money he

earned selling pottery, but he wanted to do more so. [2] So 40. F. NO CHANGE
40 G. more then that.
he taught people from Mata Ortiz to make pots. [3] Today H. more of them.
J. more.

there are more than four hundred potters around, all of 41. A. NO CHANGE
41 B. people creating art now,
C. potters in Mata Ortiz,
D. DELETE the underlined portion and place a
comma after the word hundred.

which make their pots by hand, following the traditions 42. F. NO CHANGE
42 G. whom
of the Paquimé Indians. [4] The village is thriving, and H. them
J. who
many museums proudly display the pottery of Mata Ortiz.

[5] Each artist brought something unique to they’re 43. A. NO CHANGE

43 B. his or herselves
C. hers or his
D. his or her

creations. L 44. For the sake of the logic and coherence of this para-
graph, Sentence 5 should be placed:
F. where it is now.
G. before Sentence 1.
H. after Sentence 1.
J. after Sentence 2.

Question 45 asks about the preceding passage

as a whole.

45. Suppose the writer’s primary purpose had been to write

an essay summarizing the history of pottery making in
Mexico. Would this essay accomplish that purpose?
A. Yes, because it discusses ancient pottery shards
and complete pots from the Paquimé Indians and
compares that pottery to modern designs.
B. Yes, because it demonstrates the quality of the
ancient pottery of the Mata Ortiz area.
C. No, because it focuses instead on how one artist
based his creations on ancient pottery techniques
and shared those techniques with other artists.
D. No, because it focuses instead on describing the
Casas Grandes culture in ancient Mexico.

ACT-1572CPRE 18 GO ON TO THE NEXT PAGE.

1
PASSAGE IV
1
Beaux Arts Architecture in the Spotlight

On West 45th Street in New York City, wedged

between buildings more than twice it’s height, stands 46. F. NO CHANGE
46 G. they’re
the Lyceum Theatre. Tourists and New Yorkers H. their
J. its

alike regularly filling this theater to its 900-seat 47. A. NO CHANGE

47 B. alike, regularly filling
capacity. Most are there to attend a performance; C. alike, regularly fill
D. alike regularly fill

a few, for example, are likely to be architecture buffs 48. F. NO CHANGE

48 G. consequently,
H. however,
J. in fact,

they come to admire the stunning building itself. Built in 49. A. NO CHANGE
49 B. there to
1903, the theater exemplifies the Beaux Arts architectural C. whom
D. they
style, which fuses elements of classical Greek and Roman

design with Renaissance and Baroque details.

The Beaux Arts revival of classical Greek and Roman

architecture is apparent on first view of the theater. The

Lyceum’s facade—the exterior front, or “face,” of the

building—features half a dozen Corinthian columns.

Above the columns extends a horizontal stone band

called a frieze; carved into it are the classical theatrical
50
masks that represent comedy and tragedy. S
50. F. NO CHANGE
G. frieze; into which are carved
H. frieze. Into which are carved
J. frieze, carved into it are
51. The writer is considering adding the following
sentence:
Masks figured prominently in classical Greek
theater performances, in part due to the fact
that one actor would usually play several
characters.
Should the writer make this addition here?
A. Yes, because it connects the paragraph’s point
about theatrical masks to the larger subject of clas-
sical Greek theater.
B. Yes, because it explains the masks’ significance to
classical Greek theater and architecture.
C. No, because it only addresses classical Greek
theater and doesn’t include information about
Roman theater.
D. No, because it deviates from the paragraph’s focus
on the Lyceum Theatre’s architecture.

ACT-1572CPRE 19 GO ON TO THE NEXT PAGE.

1 Demonstrating the Beaux Arts infusion of
1
Renaissance and Baroque details, tall, arched French

windows, symmetrically placed between the columns,

lighten the imposing gray limestone structure. [A]

Above the windows and frieze, an exterior balcony spans

the width of the gray building. [B] The balcony is fenced 52. F. NO CHANGE
52 G. gray limestone
H. limestone
J. DELETE the underlined portion.

with a balustrade, a stone railing supported by a row 53. A. NO CHANGE

53 B. balustrade. Which is
of waist-high, vase-shaped pillars. [C] The ornate C. balustrade. It being
D. balustrade, this is
interior of the building is consistent with its elaborate

exterior. [D] Not just one but two marble-finished

grand staircases lead from the foyer to the midlevel

seating area, called the mezzanine. Inside the theater

itself, elegant chandeliers illuminate rose-colored walls 54. F. NO CHANGE

54 G. elegantly chandelier illuminates
H. elegantly chandelier illuminate
J. elegant chandeliers illuminates

that have gold accents. In keeping with sumptuous
55
Beaux Arts style, curved rows of plush purple chairs
55. Which choice maintains the essay’s positive tone and
most strongly mimics the elaborate style of decor
being described at this point in the essay?
A. NO CHANGE
B. embellished with myriad gold accents.
C. marred with gaudy accents of gold.
D. accented with gold.

embrace the stage. X Y 56. If the writer were to delete the preceding sentence, the
essay would primarily lose details that:
F. illustrate one of the Lyceum Theatre’s features that
deviates from Beaux Arts architecture.
G. contribute to the description of the Lyceum
Theatre’s elaborate interior.
H. support the essay’s claim that Beaux Arts architec-
ture was most popular in the twentieth century.
J. clarify an unfamiliar architectural term used in the
essay.

57. The writer wants to divide this paragraph into two in

order to separate details about the building’s outdoor
features from details about its indoor features. The best
place to begin the new paragraph would be at Point:
A. A.
B. B.
C. C.
D. D.

ACT-1572CPRE 20 GO ON TO THE NEXT PAGE.

1 Patrons credit the handsome Beaux Arts aesthetic 58. F. NO CHANGE
1
58 G. In the same manner, patrons
H. On one hand, patrons
J. For instance, patrons

with adding enhancement to their theatergoing experience. 59. A. NO CHANGE

59 B. adding enhancement to the experience of
Though smaller and more cramped than many newer C. adding to the experience of
D. enhancing
theaters—audience members often note that legroom is

limited—the Lyceum’s distinctive atmosphere continues Question 60 asks about the preceding passage
as a whole.
to delight theater fans as well as architecture enthusiasts.

60. Suppose the writer’s primary purpose had been to

explain how a building illustrates a particular architec-
tural style. Would this essay accomplish that purpose?
F. Yes, because it describes the architectural styles of
several New York theater buildings.
G. Yes, because it enumerates a number of the
Lyceum Theatre’s Beaux Arts features.
H. No, because it focuses more specifically on the set
design for the Lyceum Theatre’s productions.
J. No, because it focuses on more than one architec-
tural style.

PASSAGE V

Mother Jones: True to the Spirit of Her Cause

The autobiography by Mary Harris Jones is riddled

with factual inaccurate. Jones even fudges her date of 61. A. NO CHANGE
61 B. factually inaccuracies.
C. factual inaccuracies.
D. factually inaccurate.
birth, she falsely lists May 1, International Workers’ 62. F. NO CHANGE
62 G. birth: she falsely lists
Day, and ages herself by nearly a decade. These H. birth; falsely listing
J. birth, falsely listing:
untruths—whether deliberate exaggerations or

slips of the memory—ultimately matters very 63. A. NO CHANGE

63 B. has mattered
C. had mattered
D. matter
little, for the autobiography isn’t about the life of 64. F. NO CHANGE
64 G. little. For
H. little; for
J. little,
Mary Harris Jones. Jones became famous for her work. 65. Given that all the choices are true, which one provides
65 the best transition into the rest of the essay?
A. NO CHANGE
B. Born in Cork, Ireland, in 1837, Jones immigrated
to the United States in the mid-1800s.
C. Rather, it’s the story of her public persona, the rad-
ical labor activist “Mother Jones.”
D. Instead, this essay will show you why Jones’s role
in history is so important.

ACT-1572CPRE 21 GO ON TO THE NEXT PAGE.

1 When Mary Harris Jones got involved
1
in labor politics in the 1860s, it was rare for

a woman to attend, let alone address, union

meetings. Jones, however, became one of the

movement’s most powerful and controversial advocate’s. 66. F. NO CHANGE

66 G. movement’s most powerful and controversial
She traveled the United States, from the coal mines of advocates’.
H. movement’s most powerful and controversial
Appalachia to the railroad yards of the West, rallying advocates.
J. movements most powerful and controversial
workers to join unions and fight for better working advocates.

conditions. Specifically, Jones helped organize efforts

to ensure that employers complied with laws governing

workday hours and child labor.

The moniker “Mother Jones” was conferred on Jones

by members of the American Railway Union. She herself, 67. A. NO CHANGE

67 B. She, herself,
adopted the name and, subsequently, a corresponding C. She, herself
D. She herself
public persona. Her audiences came to expect “Mother

Jones.” d By 1900, the white-haired, calico-frocked
68. At this point, the writer is considering adding the fol-
lowing true statement:
To meet their expectations, Jones crafted her
speech, dress, and mannerisms based on cul-
tural notions of motherhood.
Should the writer make this addition here?
F. Yes, because it highlights the contrast between
Jones’s personal style and her audiences’.
G. Yes, because it adds details about what types of
changes Jones made to create her public persona.
H. No, because it detracts from the focus of the para-
graph by introducing unrelated details.
J. No, because it doesn’t indicate the effect Jones’s
public persona had on audiences.

figure was no longer known as Mary Harris Jones, 69. A. NO CHANGE

69 B. Jones, in fact,
the media, union leaders and workers, and even U.S. C. Jones in fact
D. Jones;
presidents referred to her as Mother Jones.

Embracing the very role used to confine

women to the domestic sphere, Jones subversively

redefined the boundaries of home and family.

ACT-1572CPRE 22 GO ON TO THE NEXT PAGE.

1
“My address is like my shoes,” she said. “It travels with
1
70. If the writer were to delete the underlined portion, the
70 paragraph would primarily lose a quotation that:
me wherever I go.” She was the matriarch who staunchly F. questions the distinction between Mary Harris
70
Jones and her public persona, Mother Jones.
G. reinforces the essay’s characterization of Mother
Jones as a happy-go-lucky vagabond.
H. reiterates the point that Jones enjoyed the travel
opportunities her work provided.
J. provides support for the claim that Jones redefined
the boundaries of home.
protected workers. g 71. In the preceding sentence, the writer is considering
replacing “workers” with “her family of workers.”
Should the writer make this revision?
A. Yes, because it completes the metaphor comparing
Jones to the head of a family.
B. Yes, because it makes clear that Jones cared most
about workers who were family relatives.
C. No, because it unnecessarily repeats information
established earlier in the essay.
D. No, because it introduces an unrelated comparison
between workers and family.
And protect them she did: When workers 72. F. NO CHANGE
72 G. protections, to name a few, included:
went on strike, Jones secured food donations and H. she defined protection as:
J. she did this by:
temporary living arrangements. Where companies

prevented the formation of unions, she fought for

workers’ right to organize. Instead of these tireless 73. A. NO CHANGE

73 B. Because of
C. Without
D. Despite
efforts on there behalf, workers trusted Mother Jones 74. F. NO CHANGE
74 G. they’re behalves,
and, by extension, the labor unions she represented. H. their behalf,
J. their behalve’s,

Question 75 asks about the preceding passage

as a whole.

75. Suppose the writer’s goal had been to summarize

women’s contributions to early-twentieth-century labor
law reform. Would this essay accomplish that goal?
A. Yes, because it shows that Mother Jones was a
well-known and respected labor agitator.
B. Yes, because it introduces a prominent figure in
labor history.
C. No, because it focuses more specifically on labor
law reform in the nineteenth century.
D. No, because it focuses more specifically on one
figure in the labor movement.

END OF TEST 1
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.

ACT-1572CPRE 23